Data based on responses of 126 male and 201 female 14- and 15-year-old Black South African secondary school students showed the Learning Process Questionnaire (LPQ; Biggs, 1987) to be fairly reliable and factorially valid. Comparison with the LPQ means for like-aged students from Australia and Hong Kong called into question the common assertion that Black South African students are more prone to use superficial learning processes than are Western students. In particular, the South African responses to the LPQ indicated that they were less shallow and more oriented toward achievement in their approach to learning than the Australian students were.
This study is an examination of relationships among family background, family and school learning environments, goal orientations, and students' interest in music. Data were collected from 18-year-old black South African students, 340 women and 285 men, whose main language was Isi Xhosa. Findings indicated that when family background was defined conjointly by family social status and parents' aspirations, (a) family background, gender, family and school learning environments, and goal orientations combined to have medium associations with students' interest in music, (b) relationships among learning environments, goal orientations, and students' interest in music varied for students with different family backgrounds, and (c) the learning environment and goal-orientation variables partially accounted for the relationships between family background, gender, and students' interest in music.
This study aimed to determine the relationships between the selfconcept and academic achievement of black and white tenth-grade American students. Data on these variables were collected from 440 tenth-grade students in the Pacific Northwest School district. Self-concept was measured by the Coopersmith Self-Esteem Inventory (SEI), and academic achievement by the California Achievement Test (CAT). For black students no significant relationship was found between self-concept and academic achievement, although the relationship reached significance for white students. Growing up black in a predominantly white society and the opposite experience are considered in the light of self-concept and academic achievement.
This study aimed to examine the relationships between parenting styles and self-concepts of Black and White high school students. Data on these variables were collected from 2014 adolescents from five urban high schools around the metropolitan area of Cape Town, South Africa. Parenting styles were measured by the Perceived Parental Behavior Inventory (PPBI) and self-concept by the SelfDescription Inventory (SDI). For Black students all the self-concept facets measured were positively related to their perceptions of parental behaviors, although the relationship reached significance only for the relations with family, general school and physical appearance selfconcepts for White students. Growing up in a socioeconomically segregated society is considered in the light of parent-adolescent relations and self-concept.
Contemporary theory and research have suggested that the family and the school are major institutions that contribute significantly in the development of children and adolescents. The present study thus examined the relationships between dimensions of family and school social environments and various aspects of adolescents' self-concepts. A total of 1192 secondary school students participated in the study. Results indicated that perceived parental behaviors were associated with relation, with family, general school, physical appearance, emotional stability, relations with peers, health, and global self-concepts. Perceived teacher behaviors were associated with relations with family, general school, emotional stability, health, and global self-concepts. In comparison, it was found that the relationship with perceived parental behaviors was a stronger predictor of self-concept than that of perceived teacher behaviors.
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